For this task, the scenarios based on the grade level you desire to teach. You will demonstrate your
knowledge of how to create an emotionally safe environment with classroom management and how to
intervene using instruction and technology. Apply this knowledge to the grade level you desire to teach
and adapt or highlight aspects of the scenario to relate it more to your grade level.
You are a teacher in a classroom of 20 students who vary greatly in academic and social skill levels.
Some of them are very good in all subjects, some are good in mathematics but do not read well, others
are good readers but not very proficient in mathematics, and a few are struggling with every subject. Joey
continually talks out of turn, loudly, and off topic. Sarah cannot seem to sit in her seat and wanders
around the room, distracting other students. Often when Sarah starts wandering, you notice several other
students do the same thing. George can get out of control (although not frequently), striking out at other
students or you and throwing his books and papers on the floor. Because Bridgett needs continual
confirmation that she is doing her work correctly, she demands your constant attention. Usually, Walden
barely talks in class, but when you discussed the solar system, he became enthusiastic and more
talkative. When Nancy is interested in the topic, she can concentrate much better than when she thinks
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the lesson is boring and useless. Nancy, George, Sarah, and several other classmates are members of
an extracurricular photography and movie-making club while Walden, Joey, Bridgett, and several other
classmates attend a NASA-supported science camp.
A. Analyze one student, for your chosen grade level, from the chosen scenario above by doing the
Note: While the scenario only broadly outlines grade levels (i.e., elementary and secondary), your
responses should be written with respect to the specific grade level you intend to teach (e.g., first grade,
fifth grade, tenth grade).
- Explain how the student�s behavior is disruptive to the classroom environment.
- Discuss a possible antecedent of the student�s behavior.
- Discuss a possible consequence of the student�s behavior.
- Discuss an instructional intervention that could mitigate the student�s behavior.
- Explain how the outcome could change if the teacher in the scenario applied the instructional
intervention from part A4.
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Classroom management is a requisite skill that teachers need to posses. In classroom
students, exhibit various behaviors that affect smooth learning of others. This paper provides
answers to various questions relating to classroom management.
Based on the case study, the grade of choice is sixth grade and the student of focus is
George. George occasionally gets out of control and strikes out at other students as well as to his
teacher; he throws his papers and books on the floor as well. This behaviour is disruptive to the
classroom environment as it affects the concentration of other students in the class. It as well
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distracts the teacher, as he must focus on him so that learning can resume. It also wastes time for
the entire class hence, negatively affects the learning process. The possible antecedent of the
George behavior could have been mistreatment by parents or teachers previously. This could
have affected him psychologically. The possible consequence of the student behaviour is low
performance level and injury to his fellow students. The instruction intervention that could
mitigate behaviours of George is for the teacher to establish behavioral expectations in the class.
The teacher should be clearer and be transparent in terms of behavioral expectation as well
engage them in the negotiations (Sayeski & Brown, 2014, p. 120). The teacher should also
establish procedures and routines and clearly communicate with George. This intervention will
help George to behave well because he will be able to vent out through communication and will
be forced to adhere to routines and rules (Garrett, 2015, p. 45).
People may have their own philosophies about classroom management. I also have my
own philosophy that I believe can help improve class management initiatives. I do believe that
class management is not all about controlling learner and demanding that they exemplify perfect
behaviors. Jones, Bailey & Jacob (2014) who also argues that, “Classroom management is not
about controlling students or demanding perfect behavior” (p. 19), as well support my point of
view. I do believe that students should be give support so that they manage themselves. Self-
management is important for the learners throughout their daily activities and learning. Teachers
should provide the tools the students want to facilitate their interaction and to be in a position to
meet their demands of instructional and social environments. If learners are given time and
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opportunity to take charge of themselves, through talking and discussing, they are able to exhibit
positive behaviors. I also do believe that the concept of self-efficacy is important and require
consideration when dealing with students in classroom. Some of the students need different
support because of their capabilities (Şenturk & Oyman 2014, p. 941). It is important that such
cases, different support types are provided hence use of diverse set of strategies become
essential. Some students may not talk or may not like to be part of discussion and it become
essential to find ways of reaching them. Student engagement and motivation is also important in
class management initiatives. I do believe that teachers should create a conducive environment to
allow student to participate in the learning process. They should motivate the learners and
encourage them through various strategies such as positive commends and challenging them. My
philosophy therefore requires that there be planning and preparation, creation of quality
relationships, ensuring that learning environment is conducive and ensure progressive
observation and documentation about progress of learners.
Teachers can use various techniques to create an emotionally safe classroom for George.
One of the techniques is not to blame children or be frustrated by his behaviors but reframe these
disruptive behaviors as learning and teaching opportunity. The teacher should use this
opportunity to talk to George and allow him to share his frustrations (Sayeski & Brown, 2014, p.
122). This will enable the teacher to offer appropriate support that will enable the learning
process to continue smoothly. Another technique is to ensure that George is always busy
(Garrett, 2015, p. 45). He should allow him to work in groups and teams and engage in other
classroom activities such as storytelling. He also should be given time to think about the
consequences of his reactions and whether he will be at peace if the same is done to him. These
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techniques will help to create emotionally safe classroom environment allowing classroom
activities to go on.
Nowadays, teachers can incorporate technology to help them manage classrooms. In
reference to George, teachers can incorporate different technologies to create a conducive
environment in classroom. The teacher can use PowerPoint or projectile to teach the students.
Using this method will make George to concentrate in the class because it is not something that
he may be used of. It will trigger his attention hence will concentrate in class. Technology can
as well be used to support learning. The students should watch short stories such as cartoons that
exemplify different characters in classroom and the lessons they learn from their behaviors
(Garrett, 2015, p. 46). This will help to elicit debate among the students and between the teacher
and the student hence helping to teach on moral behaviors. Technology as well can promote
engagement, when a teacher allows the students to watch an episode about the topic and then
asks questions in an interactive segment (Sayeski & Brown, 2014, p. 125). This enhances their
engagement in class as they learn. Technology can as well be used to motivate George and other
learners through exposure to videos of school going children that behave well even after making
mistake and receiving advice from their teachers. The video will motivate George that he is
capable and can also settle down and get along well with others in the classroom without
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Garrett, T. (2015). Misconceptions and goals of classroom management. Education Digest,
Jones, S., Bailey, R., & Jacob, R. (2014). Social-emotional learning is essential to classroom
management. Phi Delta Kappan, 96(2): 19-24.
Sayeski, K., & Brown, M. (2014). Developing a Classroom Management Plan Using a Tiered
Approach. Teaching Exceptional Children, 47(2): 119-127.
Şenturk, I., & Oyman, N. (2014). Democratic Classroom Management in Higher Education: A
Qualitative Study. Educational Sciences: Theory & Practice, 14(3): 940-945.